The 7 Positions

Question 1

What are the 7 positions?

Answer 1

• Attention-Seeking
• Avoinding Failure
• Control-Seeking
• Bored
• Angry
• Uninformed
• Energetic

Question 2

What are the 5 clues during the moment-of-disruption?

Answer 2

• Teacher Gut Reaction
• Teacher Impulsive Reaction
• Disruptive Student Reaction to Intervention
• Classmate Reactions
• Facial Expressions and Body Language

Question 3

What is the Teacher Gut Reaction: ATTENTION-SEEKING?

Answer 3

• Drained
• irritated
• annoyed.

Question 4

What is the Teacher Impulsive Reaction: ATTENTION-SEEKING?

Answer 4

• Nag (complain)

- scold.

Question 5

What is the Disruptive Student Reaction to Intervention: ATTENTION-SEEKING?

Answer 5

Temporary compliance.

Question 6

What are the Classmate Reactions: ATTENTION-SEEKING?

Answer 6

• Amused

- irritated.

Question 7

What are Facial Expressions and Body Language: ATTENTION-SEEKING?

Answer 7

• Catching an eye

- looking up.

Question 8

What is the Teacher Gut Reaction: AVOIDING FAILURE?

Answer 8

• Sympathetic
• protective
• challenged
• helpless.

Question 9

What is the Teacher Impulsive Reaction: AVOIDING FAILURE?

Answer 9

• Tutor
• give up
• write off.

Question 10

What is the Disruptive Student Reaction to Intervention: AVOIDING FAILURE?

Answer 10

Feigns lack of interest, “I can’t”, half-hearted effort.

Question 11

What are Classmate Reactions: AVOIDING FAILURE?

Answer 11

Resentment, pity.

Question 12

What are Facial Expressions and Body Language: AVOIDING FAILURE?

Answer 12

• Avoiding eye contact

- Low muscle tone.

Question 13

What is the Teacher Gut Reaction: CONTROL-SEEKING?

Answer 13

Challenged
Angry
Threatened,
Frustrated.

Question 14

What is the Teacher Impulsive Reaction: CONTROL-SEEKING?

Answer 14

Force compliance, put down, overpower, fight.

Question 15

What is the Disruptive Student Reaction to Intervention: CONTROL-SEEKING?

Answer 15

• Get in the “last word”
• power-plays
• argue/ justify.

Question 16

What are Classmate Reactions: CONTROL-SEEKING?

Answer 16

• Defiance

- deference.

Question 17

What are Facial Expressions and Body Language: CONTROL-SEEKING?

Answer 17

Crossed arms, tightly closed lips, pointing, staring, puffed up, loud.

Question 18

What is the Teacher Gut Reaction: ANGRY?

Answer 18

Threatened, fearful, protective, indignant, outraged.

Question 19

What is the Teacher Impulsive Reaction: ANGRY?

Answer 19

Remove, punish, retaliate.

Question 20

What is the Disruptive Student Reaction to Intervention: ANGRY?

Answer 20

Anger, revenge-seeking, sulking.

Question 21

What are Classmate Reactions: ANGRY?

Answer 21

Fearful, angry.

Question 22

What are Facial Expressions and Body Language: ANGRY?

Answer 22

Jaw protrudes, eyebrows lowered and draw, lips pressed, fist clenched.

Question 23

What is the Teacher Gut Reaction: BORED?

Answer 23

Invalidated.

Question 24

What is the Teacher Impulsive Reaction: BORED?

Answer 24

Discount, engage.

Question 25

What is the Disruptive Student Reaction to Intervention: BORED?

Answer 25

Off-task.

Question 26

What are Classmate Reactions: BORED?

Answer 26

Reject, ignore.

Question 27

What are Facial Expressions and Body Language: BORED?

Answer 27

Low muscle tone; droopy eyes.

Question 28

What is the Teacher Gut Reaction: UNINFORMED?

Answer 28

Pity, helpful, exasperated, impatient.

Question 29

What is the Teacher Impulsive Reaction: UNINFORMED?

Answer 29

Help, inform, ignore.

Question 30

What is the Disruptive Student Reaction to Intervention: UNINFORMED?

Answer 30

Grateful, lack of understanding, obedient.

Question 31

What are Classmate Reactions: UNINFORMED?

Answer 31

Annoyance, pity, impatience.

Question 32

What are Facial Expressions and Body Language: UNINFORMED?

Answer 32

Surprise, wide-eyes, lowered head.

Question 33

What is the Teacher Gut Reaction: ENERGETIC?

Answer 33

Overwhelmed, exhausted, drained.

Question 34

What is the Teacher Impulsive Reaction: ENERGETIC?

Answer 34

Suppress .

Question 35

What is the Disruptive Student Reaction to Intervention: ENERGETIC?

Answer 35

Continues, increases, modifies activity; playful smile.

Question 36

What are Classmate Reactions: ENERGETIC?

Answer 36

Distraction, annoyance, envy.

Question 37

What are Facial Expressions and Body Language: ENERGETIC?

Answer 37

High muscle tone, animated movement.

Question 38

What does “validating a student’s position” mean?

Answer 38

Showing acceptance of the need the student is trying to fulfill through his behaviour, without accepting the behaviour itself.

Question 39

What are the 6 reasons why the teacher should validate the students’ positions?

Answer 39

• A basic need is met and he/she relaxes, becoming less likely to be disruptive.
• He/she likes the teacher more and is more open to input, more compliant.
• The student wants to please the teacher.- An otherwise disruptive student no longer needs to be disruptive because his/her disruptive behavior was merely a misguided attempt to win acceptance for who he/she is.
• If the student doesn’t feel accepted by the teacher, he/she is likely to become more disruptive out of anger. “If you reject me, I will reject you”.
• We create a bridge for him/her– a bridge toward self-knowledge and self-acceptance. Feeling his/her position is known and accepted by the teacher, the student can better know and accept it.
• The teacher actually models an orientation toward the student that the student can internalize. And until the student knows and accepts his/her own position, the student will continue to act out the needs of the position rather than consider responsible alternatives.

Question 40

What are the 3 ways to validate students’ positions?

Answer 40

• Validation gambits
• Validation notes
• Non-verbal validation

Question 41

What are the 3 differences between the Same-Side Approach and the Opposite-Side Approach?

Answer 41

SAME-SIDE APPROACH = Focus on: student position. / View of student: student is striving to meet basic needs. / Discipline approach: relate to student.

OPPOSITE-SIDE APPROACH = Focus on: disruptive behavior. / View of student: student is bad; student is nuisance. / Discipline approach: punish, reward, ignore.